Freire, Paulo

2013 ◽  
Author(s):  
Edna Comer
Keyword(s):  
Critical Pedagogy ◽  
Paulo Freire ◽  
Pedagogy Of The Oppressed

Paulo Freire (1921–1997), a Brazilian educator and author, is known for his theoretical contributions to education. His text Pedagogy of the Oppressed is considered one of the foundational texts of the critical pedagogy movement.

scholarly journals Dialogic & Critical Pedagogies: An Interview with Ira Shor

2017 ◽  
Vol 5 ◽  
Author(s):  
Ira Shor ◽  
Eugene Matusov ◽  
Ana Marjanovic-Shane ◽  
James Cresswell
Keyword(s):  
New York ◽  
Critical Pedagogy ◽  
Critical Literacy ◽  
Paulo Freire ◽  
Central Feature ◽  
Community Members ◽  
Dialogic Pedagogy ◽  
Language And Thought ◽  
Wide Range ◽  
Critical Pedagogies

In 2016, the Main Editors of Dialogic Pedagogy Journal issued a call for papers and contributions to a wide range of dialogic pedagogy scholars and practitioners. One of the scholars who responded to our call is famous American educator Ira Shor, a professor at the College of Staten Island, City University of New York. Shor has been influenced by Paulo Freire with whom he published, among other books, “A Pedagogy for Liberation” (1986), the very first “talking book” Freire did with a collaborator. His work in education is about empowering and liberating practice, which is why it has become a central feature of critical pedagogy.Shor’s work has touched on themes that resonate with Dialogic Pedagogy (DP). He emphasises the importance of students becoming empowered by ensuring that their experiences are brought to bear. We were excited when Shor responded to our call for papers with an interesting proposal: an interview that could be published in DPJ, and we enthusiastically accepted his offer. The DPJ Main Editors contacted the DPJ community members and asked them to submit questions for Ira. The result is an exciting in-depth interview with him that revolved around six topics: (1) Social Justice; (2) Dialogism; (3) Democratic Higher Education; (4) Critical Literacy versus Traditional Literacy; (5) Paulo Freire and Critical Pedagogy; and (6) Language and Thought. Following the interview, we reflect on complimentary themes and tensions that emerge between Shor’s approach to critical pedagogy and DP.

scholarly journals Educação popular e emancipação: a "Pedagogia do oprimido" como projeto contra-hegemônico das classes subalternas / Popular education and emancipation...

2020 ◽  
Vol 10 (1) ◽  
pp. 94
Author(s):  
José Henrique Singolano Néspoli
Keyword(s):  
Philosophy Of Education ◽  
Popular Education ◽  
Paulo Freire ◽  
Point Of View ◽  
Individual Work ◽  
Pedagogy Of The Oppressed ◽  
Popular Classes ◽  
The 1960S ◽  
The Relationship

O artigo pretende examinar as relações entre educação popular e emancipação presentes na Pedagogia do Oprimido desenvolvida por Paulo Freire. Segundo este autor, as práticas de educação popular se definem fundamentalmente pelas relações que elas estabelecem com as lutas emancipatórias empreendidas pelos oprimidos. Deste ponto de vista, o texto procura analisar o processo de constituição e emergência histórica do método Paulo Freire no cenário político e educacional brasileiro dos anos 1960 tendo por objetivo examinar as relações que a Pedagogia do Oprimido estabeleceu com as lutas dos trabalhadores e das camadas populares pela emancipação das classes subalternas naquele contexto. Com base nesta perspectiva, o texto aborda a Pedagogia do Oprimido não como uma obra individual de um autor específico, mas como expressão orgânica das classes subalternas e de seu projeto contra hegemônico de transformação da sociedade.Palavras-chave: História e filosofia da educação, educação e política, Paulo Freire, emancipação das classes subalternas. Abstract: The article aims to examine the relationship between popular education and emancipation present in the Pedagogy of the Oppressed developed by Paulo Freire. According to this author, the practices of popular education are fundamentally defined by the relations they establish with the emancipatory struggles undertaken by the oppressed. From this point of view, the text seeks to analyze the process of constitution and historical emergence of the Paulo Freire method in the Brazilian political and educational scenario of the 1960s with the objective of examining the relations that the Pedagogy of the Oppressed established with the struggles of workers and the popular classes for the emancipation of the subaltern classes in that context. From this perspective, the text approaches the Pedagogy of the Oppressed not as an individual work of a specific author, but as an organic expression of the subaltern classes and their counter-hegemonic project of transformation of society.Keywords: History and philosophy of education, education and politics, Paulo Freire, emancipation of subaltern classes.

Whose Side Are We On?

2018 ◽  
pp. 93-109
Author(s):  
Michael L. Boucher Jr.
Keyword(s):  
Education Research ◽  
Critical Pedagogy ◽  
Paulo Freire ◽  
Pedagogical Tool

This chapter seeks to build a new theory in education research, critical solidarity with participants in education research. The theory uses critical pedagogy as a beginning point as expressed in the work of Paulo Freire and subsequent theorists. In Freirean fashion, the researcher asks the question, but the participant is the questioner of their own experience. In this way, the research, in which the authors attempt to empower participants, is a pedagogical tool.

scholarly journals Critically Assessing Forms of Resistance in Music Education

2019 ◽  
pp. 81-100
Author(s):  
Brent C. Talbot ◽  
Hakim Mohandas Amani Williams
Keyword(s):  
Critical Pedagogy ◽  
Music Education ◽  
Paulo Freire ◽  
Music Educators ◽  
Multiple Forms ◽  
Consciousness Raising ◽  
The World ◽  
Music Classrooms

In their classrooms, music educators draw upon critical pedagogy (as described by Freire, Giroux, and hooks) for the express purpose of cultivating a climate for conscientização. Conscientização, according to Paulo Freire (2006), “refers to learning to perceive social, political, and economic contradictions and to take action against the oppressive elements of reality” (p. 35). This consciousness raising is a journey teachers pursue with students, together interrogating injustices in communities and the world in order to transform the conditions that inform them. Learning to perceive social, political, and economic contradictions often leads to multiple forms of resistance in and out of music classrooms. This chapter explores the following question: What do critical forms of assessment look like in music classrooms that use critical pedagogy and embrace resistance to foster conscientization?

scholarly journals Paulo Freire e o cristianismo da libertação: contribuição do conceito de visão social de mundo

2021 ◽  
Vol 16 ◽  
pp. 1-16
Author(s):  
Allan da Silva Coelho ◽  
Fernanda Malafatti
Keyword(s):  
Latin America ◽  
Social Movement ◽  
Liberation Theology ◽  
Social Group ◽  
Sociology Of Knowledge ◽  
Philosophy Of Education ◽  
Paulo Freire ◽  
Religious Studies ◽  
Interdisciplinary Character ◽  
Pedagogy Of The Oppressed

The possibility of relating Paulo Freire’s pedagogical theory, especially his work Pedagogy of the oppressed, with Liberation Theology in Latin America, from the category of social worldview, as a concept of a certain tradition of Marxism that runs from Lucien Goldmann to Michael Löwy, is studied. In this proposal, understanding Christian liberation, not only as a social movement but also as a bearer of a given social worldview, allowed to understand Paulo Freire’s work as part of a social group that constitutes a complete and coherent significant totality, with explicit characteristics. The approach of this study had an interdisciplinary character, which associated Philosophy of Education, Sociology and Religious Studies. Inspired by the methodology of the Sociology of Knowledge, it is proposed that Freire’s biography only confirms some elements of his shared ethical-critical options, which can be deepened with subversive potential.

Archaeology, education and Brazilian identity

Antiquity ◽  
2000 ◽  
Vol 74 (283) ◽  
pp. 182-185 ◽  
Author(s):  
Pedro Paulo A. Funari
Keyword(s):  
Critical Pedagogy ◽  
Cultural Identity ◽  
Student Experience ◽  
Paulo Freire ◽  
The Past ◽  
Starting Point ◽  
Critical Approaches ◽  
Brazilian Identity ◽  
Point Of Departure

It is now well accepted that archaeology and education are inextricably linked (cf. MacKenzie & Stone 1994) and that the past is often represented as mirrored by the dominant groups in a given society. The late educator Paulo Freire warned that educators ‘need to use their students' cultural universe as a point of departure, enabling students to recognise themselves as possessing a specific and important cultural identity’ (interview in MacLaren 1988: 224). Both education and archaeology deal thus with the manipulation of present and past to forge identities useful for people in power and archaeologists and educators have been active promoters of critical approaches. Critical pedagogy has been concerned with student experience, taking the problems and needs of the students themselves as its starting point and fighting for pedagogical empowerment (Giroux & MacLaren 1986: 234–8).

scholarly journals Rethinking Paulo Freire’s Dialogic Pedagogy and Its Implications for Teachers’ Teaching

2018 ◽  
Vol 7 (4) ◽  
pp. 230 ◽  
Author(s):  
Yi-Huang Shih
Keyword(s):  
Critical Thinking ◽  
Critical Pedagogy ◽  
Critical Consciousness ◽  
Paulo Freire ◽  
Critical Thinking Ability ◽  
Dialogic Pedagogy ◽  
Thinking Ability ◽  
Teachers And Students ◽  
Contemporary Education ◽  
Do So

Paulo Freire was a Brazilian educator, and was seen as a theorist of critical pedagogy. Freire’s works have a particular significance for contemporary education in different countries. This paper aims to rethink Freire’s dialogic pedagogy, and further illuminate its implications for teachers’ teaching. In order to do so, firstly, we explain the importance of Freire’s dialogic pedagogy. Secondly, we explore the theory & practice of dialogue. Thirdly, this study explains that the dialogue between teachers and students is a way of promoting critical consciousness. Finally, we explore dialogic pedagogy, and illuminate its implications for teachers’ teaching. By reading and analyzing related studies, the implications can be summarized as follows: (1) practicing love-based teaching, (2) developing humility-based teaching, (3) nourishing hope-centered teaching, (4) enriching humor-based teaching, (5) developing silence-based teaching, (6) teachers should promotes students’ critical thinking ability in their teaching, and (7) teachers deeply believe that their students will achieve a better vocation.

Paulo Freire in Chile, 1964–1969: Pedagogy of the Oppressed in Its Sociopolitical Economic Context

2006 ◽  
Vol 76 (2) ◽  
pp. 243-270 ◽  
Author(s):  
JOHN HOLST
Keyword(s):  
Twentieth Century ◽  
Educational Philosophy ◽  
Rapid Change ◽  
Paulo Freire ◽  
Political Context ◽  
Historical Research ◽  
Educational Work ◽  
Economic Context ◽  
Pedagogy Of The Oppressed ◽  
Pedagogical Growth

In this article, John Holst presents findings of his historical research on Paulo Freire's educational work in Chile from 1964 to 1969. Freire's Education as the Practice of Freedom, which was written in 1965 from notes he brought from Brazil, was informed by a liberal developmentalist outlook. In contrast, his Pedagogy of the Oppressed, written toward the end of his stay in Chile from 1967 to 1968, was influenced by Marxist humanist ideology. Considering this relatively rapid change in Freire's educational philosophy, Holst explores the manner in which Freire's time and work in Chile affected his ideological evolution. Holst contributes to Freirean studies by demonstrating that Freire's work in the Chilean political context proved to be decisive in his ideological and pedagogical growth. Freire's ideological evolution inspired his writing of Pedagogy of the Oppressed, widely considered one of the most important books on education in the twentieth century. Ultimately, Holst argues that Freire's pedagogy, like all pedagogy, can only be understood fully when seen within the specific sociopolitical and economic contexts within which it developed. Pedagogies are collective in nature, and Freire's, as he himself recognized, was no exception.

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